Stephanie Berardi
Comp 1- Dr.Sherry
Over the past weeks, I have composed five different genres to create my project on Marilyn Monroe.While creating these various genres, I applied specific course goals to my project.With the examples I provided, I will demonstrate how I used each of the five required goals to successfully complete my project on Marilyn Monroe.
A. Students will be able to compose for particular audiences and purposes
It is always important to know the audience you are writing for when composing a piece. If your audience is not properly addressed the message of your piece may be confusing to the audience. I chose to focus on my newspaper article to show how I met this goal. The audience of the article would be anyone who would want to know of Marilyn Monroe's death. So the audience could be a fan, friend, or anyone who adored Marilyn and her work. I used large font at the top of the article that read, "Marilyn Monroe Found Dead" so it was clear to the reader what the topic of the article is. Adding unbiased information about the time and place of her death gives the audience insight into what happened. Placing the information under headings provides the audience with order so they know what they are reading about.
B. Students will be able to compose using language and conventions appropriate to the genre
The Character and Criteria charts are the tool I used to accomplish the goal of using language and conventions correctly. When making my timeline genre I used a general Character and Criteria Chart that I think would apply to any timeline and applied it to my own timeline on Marilyn Monroe's life. An example of the characteristics I listed would be a title, dates, description of the event, and pictures. For criteria, I specifically listed how I would accomplish that characteristic. Using the Character and Criteria chart made it easy to create my timeline.
C. Students will be able to read, select, and use evidence critically to formulate and support arguments
When starting this project, I had basic knowledge of Marilyn Monroe's life and her tragic death. However, once I began to research Miss Monroe's life I was exposed to many new things about her life and death. By filling out my FAQ-I sheets, I was able to take the information I read about and put it on a sheet so I could use it in my genres. At the top of the FAQ-I sheet, I cited my sources making it easier to cite later on in my genres. Also, I put subtitles on my FAQ-I sheets so I would be able to find where the information fits.
D. Students will be able to interpret and compose in a variety of media and print/non-print genres
The CRAP method has made it possible for me to compose all of my genres. My movie-ad genre is defintley a good example for this course goal. In my movie-ad I used a black and white picture of Marilyn Monroe and the other actors in the movie Some Like it Hot. I used a black and white photo beause Marilyn Monroe is an icon of old hollywood. I then used hot pink font to advertise the name of the movie and characters names so they stand out. By using a consistent font size and color I was able to put emphasis on the name of the movie and the actors in it. With my heading being centered and aligned corectly my movie ad was given a professional look.
E. Students will be able to discuss and apply appropriate writing processes both individually and in collaborative contexts
After completing drafts for each of our genres we had the opportunity to meet with classmates and peer review each other's work. We recieved feedback from each member of the group on our pieces. The feedback of my classmates provided me new perspectives on how to improve my genre. I struggled with some of my genres so the opinions of others helped to generate new ideas. Giving feedback to others contributed to learning to talk about different styles of writing that I did not do for my genres. My classmates helped me to use the 3 INs to interpret the theory of Marilyn Monroe's death involving foul play.
Comp 1- Dr.Sherry
Over the past weeks, I have composed five different genres to create my project on Marilyn Monroe.While creating these various genres, I applied specific course goals to my project.With the examples I provided, I will demonstrate how I used each of the five required goals to successfully complete my project on Marilyn Monroe.
A. Students will be able to compose for particular audiences and purposes
It is always important to know the audience you are writing for when composing a piece. If your audience is not properly addressed the message of your piece may be confusing to the audience. I chose to focus on my newspaper article to show how I met this goal. The audience of the article would be anyone who would want to know of Marilyn Monroe's death. So the audience could be a fan, friend, or anyone who adored Marilyn and her work. I used large font at the top of the article that read, "Marilyn Monroe Found Dead" so it was clear to the reader what the topic of the article is. Adding unbiased information about the time and place of her death gives the audience insight into what happened. Placing the information under headings provides the audience with order so they know what they are reading about.
B. Students will be able to compose using language and conventions appropriate to the genre
The Character and Criteria charts are the tool I used to accomplish the goal of using language and conventions correctly. When making my timeline genre I used a general Character and Criteria Chart that I think would apply to any timeline and applied it to my own timeline on Marilyn Monroe's life. An example of the characteristics I listed would be a title, dates, description of the event, and pictures. For criteria, I specifically listed how I would accomplish that characteristic. Using the Character and Criteria chart made it easy to create my timeline.
C. Students will be able to read, select, and use evidence critically to formulate and support arguments
When starting this project, I had basic knowledge of Marilyn Monroe's life and her tragic death. However, once I began to research Miss Monroe's life I was exposed to many new things about her life and death. By filling out my FAQ-I sheets, I was able to take the information I read about and put it on a sheet so I could use it in my genres. At the top of the FAQ-I sheet, I cited my sources making it easier to cite later on in my genres. Also, I put subtitles on my FAQ-I sheets so I would be able to find where the information fits.
D. Students will be able to interpret and compose in a variety of media and print/non-print genres
The CRAP method has made it possible for me to compose all of my genres. My movie-ad genre is defintley a good example for this course goal. In my movie-ad I used a black and white picture of Marilyn Monroe and the other actors in the movie Some Like it Hot. I used a black and white photo beause Marilyn Monroe is an icon of old hollywood. I then used hot pink font to advertise the name of the movie and characters names so they stand out. By using a consistent font size and color I was able to put emphasis on the name of the movie and the actors in it. With my heading being centered and aligned corectly my movie ad was given a professional look.
E. Students will be able to discuss and apply appropriate writing processes both individually and in collaborative contexts
After completing drafts for each of our genres we had the opportunity to meet with classmates and peer review each other's work. We recieved feedback from each member of the group on our pieces. The feedback of my classmates provided me new perspectives on how to improve my genre. I struggled with some of my genres so the opinions of others helped to generate new ideas. Giving feedback to others contributed to learning to talk about different styles of writing that I did not do for my genres. My classmates helped me to use the 3 INs to interpret the theory of Marilyn Monroe's death involving foul play.